Rabu, 04 Januari 2012

Conditional Sentences

Conditional Sentences are also known as Conditional Clauses or If Clauses. They are used to express that the action in the main clause (without if) can only take place if a certain condition (in the clause with if) is fulfilled. There are three types of Conditional Sentences.

Conditional Sentence Type 1

→ It is possible and also very likely that the condition will be fulfilled.

Form: if + Simple Present, will-Future

Example: If I find her address, I’ll send her an invitation.


Conditional Sentence Type 2

→ It is possible but very unlikely, that the condition will be fulfilled.

Form: if + Simple Past, Conditional I (= would + Infinitive)

Example: If I found her address, I would send her an invitation.


Conditional Sentence Type 3

→ It is impossible that the condition will be fulfilled because it refers to the past.

Form: if + Past Perfect, Conditional II (= would + have + Past Participle)

Example: If I had found her address, I would have sent her an invitation.

TIPE IF - CLAUSE

IF Clause Type 1

Form

if + Simple Present, will-Future

Example: If I find her address, I will send her an invitation.

The main clause can also be at the beginning of the sentence. In this case, don't use a comma.

Example: I will send her an invitation if I find her address.

Note: Main clause and / or if clause might be negative. See Simple Present und will-Future on how to form negative sentences.

Example: If I don’t see him this afternoon, I will phone him in the evening.

Use

Conditional Sentences Type I refer to the future. An action in the future will only happen if a certain condition is fulfilled by that time. We don't know for sure whether the condition actually will be fulfilled or not, but the conditions seems rather realistic – so we think it is likely to happen.

Example: If I find her address, I’ll send her an invitation.

I want to send an invitation to a friend. I just have to find her address. I am quite sure, however, that I will find it.

Example: If John has the money, he will buy a Ferrari.

I know John very well and I know that he earns a lot of money and that he loves Ferraris. So I think it is very likely that sooner or later he will have the money to buy a Ferrari.

The Original Seven Wonders of the World - The Colossus of Rhodes

The Colossus of Rhodes was a statue of the Greek Titan Helios, erected in the city of Rhodes on the Greek island of Rhodes by Chares of Lindos between 292 and 280 BC. It is considered one of the Seven Wonders of the Ancient World. It was constructed to celebrate Rhodes' victory over the ruler of Cyprus, Antigonus I Monophthalmus, who unsuccessfully besieged Rhodes in 305 BC. Before its destruction, the Colossus of Rhodes stood over 30 meters (107 ft) high, making it one of the tallest statues of the ancient world.

Siege of Rhodes

Alexander the Great died at the early age of 32 in 323 BC without having had time to put into place any plans for his succession. Fighting broke out among his generals, the Diadochi, with four of them eventually dividing up much of his empire in the Mediterranean area. During the fighting, Rhodes had sided with Ptolemy, and when Ptolemy eventually took control of Egypt, Rhodes and Ptolemaic Egypt formed an alliance which controlled much of the trade in the eastern Mediterranean.

Antigonus I Monophthalmus was upset by this turn of events. In 305 BC he had his son Demetrius Poliorcetes, also a general, invade Rhodes with an army of 40,000; however, the city was well defended, and Demetrius—whose name "Poliorcetes" signifies the "besieger of cities"—had to start construction of a number of massive siege towers in order to gain access to the walls. The first was mounted on six ships, but these capsized in a storm before they could be used. He tried again with a larger, land-based tower named Helepolis, but the Rhodian defenders stopped this by flooding the land in front of the walls so that the rolling tower could not move.

In 304 BC a relief force of ships sent by Ptolemy arrived, and Demetrius's army abandoned the siege, leaving most of their siege equipment. To celebrate their victory, the Rhodians sold the equipment left behind for 300 talents[2] and decided to use the money to build a colossal statue of their patron god, Helios. Construction was left to the direction of Chares, a native of Lindos in Rhodes, who had been involved with large-scale statues before. His teacher, the sculptor Lysippos, had constructed a 22 meter (70 ft) high[3] bronze statue of Zeus at Tarentum.


Construction

Ancient accounts, which differ to some degree, describe the structure as being built with iron tie bars to which brass plates were fixed to form the skin. The interior of the structure, which stood on a 15-meter- (50-foot-) high white marble pedestal near the Mandraki harbor entrance, was then filled with stone blocks as construction progressed.[4] Other sources place the Colossus on a breakwater in the harbor. The statue itself was over 30 meters (107 ft) tall. Much of the iron and bronze was reforged from the various weapons Demetrius's army left behind, and the abandoned second siege tower was used for scaffolding around the lower levels during construction. Upper portions were built with the use of a large earthen ramp. During the building, workers would pile mounds of dirt on the sides of the colossus. Upon completion all of the dirt was removed and the colossus was left to stand alone. After twelve years, in 280 BC, the statue was completed. Preserved in Greek anthologies of poetry is what is believed to be the genuine dedication text for the Colossus.[5]

To you, o Sun, the people of Dorian Rhodes set up this bronze statue reaching to Olympus, when they had pacified the waves of war and crowned their city with the spoils taken from the enemy. Not only over the seas but also on land did they kindle the lovely torch of freedom and independence. For to the descendants of Herakles belongs dominion over sea and land.

Possible construction method

Modern engineers have put forward a plausible hypothesis for the statue construction, based on the technology of those days (which was not based on the modern principles of earthquake engineering), and the accounts of Philo and Pliny who both saw and described the remains.[6]

The base pedestal was at least 60 feet (18 m) in diameter and either circular or octagonal. The feet were carved in stone and covered with thin bronze plates riveted together. Eight forged iron bars set in a radiating horizontal position formed the ankles and turned up to follow the lines of the legs while becoming progressively smaller. Individually cast curved bronze plates 60 inches (1,500 mm) square with turned in edges were joined together by rivets through holes formed during casting to form a series of rings. The lower plates were 1-inch (25 mm) in thickness to the knee and 3/4 inch thick from knee to abdomen, while the upper plates were 1/4 to 1/2 inch thick except where additional strength was required at joints such as the shoulder, neck, etc. The legs would need to be filled at least to the knees with stones for stability. Accounts described earthen mounds used to aid construction; however, to reach the top of the statue would have required a mound 300 feet (91 m) in diameter, which exceeded the available land area, so modern engineers have proposed that the abandoned siege towers stripped down would have made efficient scaffolding.

A computer simulation of this construction indicated that an earthquake would have caused a cascading failure of the rivets, causing the statue to break up at the joints while still standing instead of breaking after falling to the ground, as described in second hand accounts. The arms would have been first to separate, followed by the legs. The knees were less likely to break and the ankles' survival would have depended on the quality of the workmanship.

Destruction

The statue stood for 56 years until Rhodes was hit by the 226 BC Rhodes earthquake, when significant damage was also done to large portions of the city, including the harbor and commercial buildings, which were destroyed.[7] The statue snapped at the knees and fell over on to the land. Ptolemy III offered to pay for the reconstruction of the statue, but the oracle of Delphi made the Rhodians afraid that they had offended Helios, and they declined to rebuild it.

The remains lay on the ground as described by Strabo (xiv.2.5) for over 800 years, and even broken, they were so impressive that many traveled to see them. Pliny the Elder remarked that few people could wrap their arms around the fallen thumb and that each of its fingers was larger than most statues.[8]

In 654, an Arab force under Muslim caliph Muawiyah I captured Rhodes, and according to the chronicler Theophanes the Confessor,[9] the remains were sold to a "Jewish merchant of Edessa". The buyer had the statue broken down, and transported the bronze scrap on the backs of 900 camels to his home. Theophanes is the sole source of this story to which all other sources can be traced. The stereotypical Arab destruction and the purported sale to a Jew possibly originated as a powerful metaphor for Nebuchadnezzar's dream of the destruction of a great and awesome statue, and would have been understood by any 7th century monk as evidence for the coming apocalypse.[10] The same story is recorded by Barhebraeus, writing in Syriac in the 13th century in Edessa (see E.A. Wallis Budge, The Chronography of Gregory Abu'l-Faraj, vol I, p. 98, APA - Philo Press, Amsterdam, 1932): (After the Arab pillage of Rhodes) "And a great number of men hauled on strong ropes which were tied round the brass Colossus which was in the city and pulled it down. And they weighed from it three thousand loads of Corinthian brass, and they sold it to a certain Jew from Emesa" (the Syrian city of Homs).

Posture

The Colossus of Rhodes depicted in 1880.

The harbor-straddling Colossus was a figment of medieval imaginations based on the dedication text's mention of "over land and sea" twice. Many older illustrations (above) show the statue with one foot on either side of the harbor mouth with ships passing under it: "...the brazen giant of Greek fame, with conquering limbs astride from land to land..." ("The New Colossus", a poem engraved on a bronze plaque and mounted inside the Statue of Liberty in 1903). Shakespeare's Cassius in Julius Caesar (I,ii,136–38) says of Caesar:

Why man, he doth bestride the narrow world
Like a Colossus, and we petty men
Walk under his huge legs and peep about
To find ourselves dishonorable graves

Shakespeare alludes to the Colossus also in Troilus and Cressida (V.5) and in Henry IV, Part 1 (V.1).

While these fanciful images feed the misconception, the mechanics of the situation reveal that the Colossus could not have straddled the harbor as described in Lemprière's Classical Dictionary. If the completed statue straddled the harbor, the entire mouth of the harbor would have been effectively closed during the entirety of the construction; nor would the ancient Rhodians have had the means to dredge and re-open the harbor after construction. The statue fell in 224 BC: if it straddled the harbor mouth, it would have entirely blocked the harbor. Also, since the ancients would not have had the ability to remove the entire statue from the harbor, it would not have remained visible on land for the next 800 years, as discussed above. Even neglecting these objections, the statue was made of bronze, and an engineering analysis proved[citation needed] that it could not have been built with its legs apart without collapsing from its own weight. Many researchers have considered alternate positions for the statue which would have made it more feasible for actual construction by the ancients.

Selasa, 15 November 2011

LEADERSHIP

1. Concept Of Leadership
I used to think that running an organization was equivalent to conducting a symphony orchestra. But I don't think that's quite it; it's more like jazz. There is more improvisation. — Warren Bennis

Good leaders are made not born. If you have the desire and willpower, you can become an effective leader. Good leaders develop through a never ending process of self-study, education, training, and experience (Jago, 1982). This guide will help you through that process.

To inspire your workers into higher levels of teamwork, there are certain things you must be, know, and, do. These do not come naturally, but are acquired through continual work and study. Good leaders are continually working and studying to improve their leadership skills; they are NOT resting on their laurels.


2. Definition Of Leadership


Before we get started, lets define leadership. Leadership is a process by which a person influences others to accomplish an objective and directs the organization in a way that makes it more cohesive and coherent. This definition is similar to Northouse's (2007, p3) definition — Leadership is a process whereby an individual influences a group of individuals to achieve a common goal.

Leaders carry out this process by applying their leadership knowledge and skills. This is called Process Leadership (Jago, 1982). However, we know that we have traits that can influence our actions. This is called Trait Leadership (Jago, 1982), in that it was once common to believe that leaders were born rather than made.

3. Four Factors of Leadership

  • Leader

You must have an honest understanding of who you are, what you know, and what you can do. Also, note that it is the followers, not the leader or someone else who determines if the leader is successful. If they do not trust or lack confidence in their leader, then they will be uninspired. To be successful you have to convince your followers, not yourself or your superiors, that you are worthy of being followed.

  • Followers

Different people require different styles of leadership. For example, a new hire requires more supervision than an experienced employee. A person who lacks motivation requires a different approach than one with a high degree of motivation. You must know your people! The fundamental starting point is having a good understanding of human nature, such as needs, emotions, and motivation. You must come to know your employees' be, know, and do attributes.

  • Communication

You lead through two-way communication. Much of it is nonverbal. For instance, when you “set the example,” that communicates to your people that you would not ask them to perform anything that you would not be willing to do. What and how you communicate either builds or harms the relationship between you and your employees.

  • Situation

All situations are different. What you do in one situation will not always work in another. You must use your judgment to decide the best course of action and the leadership style needed for each situation. For example, you may need to confront an employee for inappropriate behavior, but if the confrontation is too late or too early, too harsh or too weak, then the results may prove ineffective.

Also note that the situation normally has a greater effect on a leader's action than his or her traits. This is because while traits may have an impressive stability over a period of time, they have little consistency across situations (Mischel, 1968). This is why a number of leadership scholars think the Process Theory of Leadership is a more accurate than the Trait Theory of Leadership.

Various forces will affect these four factors. Examples of forces are your relationship with your seniors, the skill of your followers, the informal leaders within your organization, and how your organization is organized.







SUBJECT AND VERB AGREEMENT

A singular subject demands a singular verb; a plural subject demands a plural verb. That is the simple principle behind subject-verb agreement.

See the section on Plurals for additional help with subject-verb agreement.


1. The indefinite pronouns anyone, everyone, someone, no one, nobody are always singular and, therefore, require singular verbs

  • Everyone associated with the project is proud to be part of the effort.
  • Someone has to be responsible.

Some indefinite pronouns — such as all, some — are singular or plural depending on what they're referring to. (Is the thing referred to countable or not?) Be careful choosing a verb to accompany such pronouns.
  • Some of the beads are missing.
  • Some of the water is gone.

On the other hand, there is one indefinite pronoun, none, that can be either singular or plural; it often doesn't matter whether you use a singular or a plural verb — unless something else in the sentence determines its number. (Writers generally think of none as meaning not any and will choose a plural verb, as in "None of the engines are working," but when something else makes us regard none as meaning not one, we want a singular verb, as in "None of the food is fresh.")

  • None of you claims responsibility for this incident?
  • None of you claim responsibility for this incident?
  • None of the students have done their homework. (In this last example, the word their precludes the use of the singular verb.

2. Some indefinite pronouns are particularly troublesome Everyone and everybody (listed above, also) certainly feel like more than one person and, therefore, students are sometimes tempted to use a plural verb with them. They are always singular, though. Each is often followed by a prepositional phrase ending in a plural word (Each of the cars), thus confusing the verb choice. Each, too, is always singular and requires a singular verb.

    Everyone has finished his or her homework.

You would always say, "Everybody is here." This means that the word is singular and nothing will change that.

    Each of the students is responsible for doing his or her work in the library.

Don't let the word "students" confuse you; the subject is each and each is always singular — Each is responsible.


3. Phrases such as together with, as well as, and along with are not the same as and. The phrase introduced by as well as or along with will modify the earlier word (mayor in this case), but it does not compound the subjects (as the word and would do).
  • The mayor as well as his brothers is going to prison.
  • The mayor and his brothers are going to jail.

4. The pronouns neither and either are singular and require singular verbs even though they seem to be referring, in a sense, to two things.

  • Neither of the two traffic lights is working.
  • Which shirt do you want for Christmas?
    Either is fine with me.

In informal writing, neither and either sometimes take a plural verb when these pronouns are followed by a prepositional phrase beginning with of. This is particularly true of interrogative constructions: "Have either of you two clowns read the assignment?" "Are either of you taking this seriously?" Burchfield calls this "a clash between notional and actual agreement."*


5. The conjunction or does not conjoin (as and does): when nor or or is used the subject closer to the verb determines the number of the verb. Whether the subject comes before or after the verb doesn't matter; the proximity determines the number.

  • Either my father or my brothers are going to sell the house.
  • Neither my brothers nor my father is going to sell the house.
  • Are either my brothers or my father responsible?
  • Is either my father or my brothers responsible?

Because a sentence like "Neither my brothers nor my father is going to sell the house" sounds peculiar, it is probably a good idea to put the plural subject closer to the verb whenever that is possible.


6. The words there and here are never subjects.

  • There are two reasons [plural subject] for this.
  • There is no reason for this.
  • Here are two apples.

With these constructions (called expletive constructions), the subject follows the verb but still determines the number of the verb.


7. Verbs in the present tense for third-person, singular subjects (he, she, it and anything those words can stand for) have s-endings. Other verbs do not add s-endings.

    He loves and she loves and they love_ and . . . .

8. Sometimes modifiers will get betwen a subject and its verb, but these modifiers must not confuse the agreement between the subject and its verb.

    The mayor, who has been convicted along with his four brothers on four counts of various crimes but who also seems, like a cat, to have several political lives, is finally going to jail.

9. Sometimes nouns take weird forms and can fool us into thinking they're plural when they're really singular and vice-versa. Consult the section on the Plural Forms of Nouns and the section on Collective Nouns for additional help. Words such as glasses, pants, pliers, and scissors are regarded as plural (and require plural verbs) unless they're preceded the phrase pair of (in which case the word pair becomes the subject).

  • My glasses were on the bed.
  • My pants were torn.
  • A pair of plaid trousers is in the closet.

10. Some words end in -s and appear to be plural but are really singular and require singular verbs.

  • The news from the front is bad.
  • Measles is a dangerous disease for pregnant women.

On the other hand, some words ending in -s refer to a single thing but are nonetheless plural and require a plural verb.

  • My assets were wiped out in the depression.
  • The average worker's earnings have gone up dramatically.
  • Our thanks go to the workers who supported the union.

The names of sports teams that do not end in "s" will take a plural verb: the Miami Heat have been looking … , The Connecticut Sun are hoping that new talent … . See the section on plurals for help with this problem.


11. Fractional expressions such as half of, a part of, a percentage of, a majority of are sometimes singular and sometimes plural, depending on the meaning. (The same is true, of course, when all, any, more, most and some act as subjects.) Sums and products of mathematical processes are expressed as singular and require singular verbs. The expression "more than one" (oddly enough) takes a singular verb: "More than one student has tried this."

  • Some of the voters are still angry.
  • A large percentage of the older population is voting against her.
  • Two-fifths of the troops were lost in the battle.
  • Two-fifths of the vineyard was destroyed by fire.
  • Forty percent of the students are in favor of changing the policy.
  • Forty percent of the student body is in favor of changing the policy.
  • Two and two is four.
  • Four times four divided by two is eight.

12. If your sentence compounds a positive and a negative subject and one is plural, the other singular, the verb should agree with the positive subject.

  • The department members but not the chair have decided not to teach on Valentine's Day.
  • It is not the faculty members but the president who decides this issue.
  • It was the speaker, not his ideas, that has provoked the students to riot.


Source : http://grammar.ccc.commnet.edu/grammar/sv_agr.htm